| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "RELATIONSHIP SCIENCE PHILOSOPHY": |
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Relationship Between Science and Philosophy, 2006.
A thorough research study into the relationship between science and philosophy.
3,881 words (approx. 15.5 pages), 8 sources, MLA, $ 106.95
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Abstract
The relationship between science and philosophy is predicated on the concept that the dichotomy between the two disciplines were artificially created in order to achieve various desirable ends. It is further contended that this dichotomy now no longer serves mankind and is being replaced by a 'discipline' that not only brings science and philosophy into a relationship, but virtually unifies them. In order to support this assertion, an extensive literature review is conducted in the paper, tracing both the separation and reunification of science and philosophy. In addition, new material is sought from current thinkers in both nominal fields, science and philosophy. In the field of philosophy, additional new material is sought from contemporary metaphysicians. The information is developed as a qualitative study, with emphasis on drawing the parallels between pre-Greek concepts of science and philosophy and today's drive toward recombining the two.
Paper Outline:
Abstract
Introduction and Statement of the Problem
Review of the Literature and Research Questions
Methodology
The Relationship Between Science and Philosophy: Return to Unity
The Path Toward a Relationship
Toward the Modern World
References
From the Paper
"For Aristotle, a good man would have the virtues, which were developed by the intellect and thus were 'science', well in hand before he went looking for the 'theoretical virtues'; Aristotle believed he could not have those, could not seek those, unless he first had the 'good life' in place; science, then, in this world, is subordinate to philosophy as far as being symbolic of humankind's advancement. On the other hand, one might claim that science is of greater import simply because, without it, mankind could not "pursue freely the highest things" (Schall, 1998, p. 7)."
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The Philosophy of Science, 2004.
A discussion on the true definition of science.
1,550 words (approx. 6.2 pages), 6 sources, MLA, $ 50.95
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Abstract
This paper argues that science needs to be independently verified to be considered science, but also that science does not need to be socially accepted to be considered science. It looks at how the experiments of one scientist may, therefore, be considered true science; however, the validity of the results should be verified by subsequent studies. It shows how many would argue that science does need to be socially accepted in order to be verifiable and proclaimed as legitimate and how history has proven that, time and time again, ?science? has forged ahead, despite skepticism and criticism from a social standpoint.
From the Paper
"Many philosophers have supported the idea that science does not need to be socially accepted to be considered valid. Popper for example argues that mere deduction is not a valid mechanism of validating scientific fact. According to Popper, the possibility always exists that no matter how many observations exist to validate a theory, the possibility that a future observation will disrupt that theory consistently exists (Jones, 2003). This viewpoint supports the idea that a scientific theory may be considered valid even if it is not socially accepted. Popper would argue that even if the scientific theory were socially accepted, it could still be refuted at a later date by new discoveries. Science according to Popper is in essence a revolutionary process."
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Hegel's Philosophy of Science, 1992.
An analysis of the intellectual and historical contexts including major works and ideas, phenomenology, method, knowledge, reason, religion and epistemology.
4,275 words (approx. 17.1 pages), 5 sources, $ 135.95
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From the Paper
"The purpose of this research is to examine Hegel's philosophy of science. The plan of the research will be to set forth the intellectual and historical context in which such a philosophy can be discerned, and then to discuss the focus, details, and construct of Hegel's approach to science as discipline and as mode of thought, with a view toward elucidating the principal foundation on which primary elements of his philosophy may be based.
To appreciate the importance of Hegel's philosophy of science, one may usefully be encouraged to note the circumstances of its emergence. Findlay refers to Hegel as a German Romantic, (Findlay, 1977, p. xxv) and Hegel was either an exact or just younger contemporary of such Enlightenment and Romantic philosophers as Hume and Kant. He lived in the important..."
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True Science and Pseudo-Science, 2003.
Discusses the notion of scientific discovery.
1,800 words (approx. 7.2 pages), 3 sources, $ 63.95
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Abstract
Looks at testing to ascertain whether a hypothesis is true or false. The paper examines the views of Thomas Kuhn and the "paradigm" and Karl Popper's contention that deductive testing is true science, and induction is false science.
From the Paper
"True Science vs. Pseudo-Science
Introduction and Purpose
True science and pseudo-science, it has been argued, can be distinguished from one another by an examination of the nature of scientific discovery, with particular attention to the use of a ..."
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The Writings of Aristotle: Politics, Philosophy, Drama, Ethics and Science, 2002.
This paper argues that Aristotle?s writing formed a transition between the teaching of Socrates and that of the later Greek philosophers.
1,118 words (approx. 4.5 pages), 4 sources, MLA, $ 38.95
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Abstract
The paper describes Aristotle as one of the last followers of Socrates and the Socratic condition. Much of what he wrote and taught was an extension of that set of beliefs. However, the paper continues to say that his work also differed from that of both Plato and Socrates in several significant ways.
From the Paper
"Aristotle was born in Stagira in 384 B.C. He was interested in philosophy from a very early age, and when he was seventeen he became a student of Plato?s. He remained with Plato, first as a student and then as a teacher, until he was invited to become a private teacher for Alexander in 343 B.C. This lasted for seven years, and Aristotle regarded the time spent as basically wasted. He was interested in reaching a broader audience, and in 336 B.C., when he started a school called the Lyceum, he had found his niche. He continued to teach until he died in 322 B.C. at the age of 62 (Burns, p.129). "
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"Common Science? Women, Science and Knowledge" by Jean Barr and Lynda Birke, 2000.
A review of the work on the nature of scientific study, objective truth and the alienation of women from scientific fields.
1,800 words (approx. 7.2 pages), 1 source, $ 63.95
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From the Paper
"Science is a pervasive influence on human life today, though most people have only a vague image of what science means and may have complete misperceptions about certain scientific concepts. Many people simply have not been exposed to the information they need to judge science. Women, however, have been actively excluded, or at least discouraged, from science for some time, a factor much noted in analyses of academic statistics and in analyses of the job market in science. This is noted in the book Common Science? Women, Science, and Knowledge by Jean Barr and Lynda Birke as part of their primary emphasis on the fact that the scientific community remains largely unaccountable to the public. Part of their approach to this issue is to talk to non-academics to see what they think about science and about the issues surrounding the field."
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Science as Culture, 2005.
This paper explores the inter-relationship of science and culture through the experiences of the author as related to sociological theory.
1,780 words (approx. 7.1 pages), 10 sources, APA, $ 57.95
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Abstract
This paper explains that things believed to be rational and normal in life today have not always been that way; throughout history, culture, conditioning and science have been the leading influences in this change. The author points out that today, sociology is considered a science of examining society through actions, trends and projections based on observable evidence; thereby, in this type of scientific study, science, technology and the influence of society can be placed into a working relationship. The paper reflects that today many individuals are no longer willing to conform to a paradigm, which can not answer the question of "where we came from, why we are here and where are we going". 9 annotated bibliographies.
Table of Contents
What do we Know about Reality?
1. Creation and birth
2. Death
Science in Sociological Perspective
1. The Science of Life
2. Consciousness and the Perception of Reality
The Big Picture
1. Perspective Reality
2. From Microbes to the Universe
Conclusion
From the Paper
"As we look up at the stars at night and see the vastness of our universe, we can see how small we really are in the big picture. We can imagine that at one time, all of these stars must have been created by something, but we have insufficient information to positively prove any of the current concepts developed by scientists. The same is true with human life. We understand how eggs and sperm unite, how meiosis in humans continues to reproduce DNA that after nine months produces a new human baby. The thing that we do not understand is how all of these intricate and complex events produce a life that will grow and develop into a cognitive and productive individual."
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The Neutrality in Political Science, 2006.
This paper examines Charles Taylor's belief that political philosophy and political science are intrinsically linked.
1,638 words (approx. 6.6 pages), 1 source, MLA, $ 53.95
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Abstract
The paper reveals that there is an ongoing debate as to the status of political philosophy and its relationship to political science. The paper examines Charles Taylor's attempt to demonstrate a convergence between science and normative theory in the field of politics. Additionally, the paper explains how Charles Taylor provides a thorough and persuasive argument against those who believe that political science should be separated from the field of political philosophy.
From the Paper
"There exists an ongoing debate as to the status of political philosophy and its relation with political science. One group of scholars holds that political philosophy is dead, being replaced by the growth of science and the end of ideology, and that political science has come of age in freeing itself finally of the incubus of political philosophy and its prejudiced moral positions by adopting the scientific method and becoming value-free. (Charles Taylor, Neutrality in Political Science, 58). Others however doubt the thesis of the logical separation between facts and values, and claim that political science cannot be separated from political philosophy. Charles Taylor, in his chapter "Neutrality in Political Science," takes the latter of these positions, and attempts to show a convergence between science and normative theory in the field of politics (61)."
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Reductionism as a Key to the Unification of Science, 2002.
A review of Robert Klee's "Introduction to the Philosophy of Science".
1,150 words (approx. 4.6 pages), 1 source, $ 44.95
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Abstract
This paper looks at Robert Klee and his work "Introduction to the Philosophy of Science". This paper discusses Klee's argument that "reductionism" is central to the future development of the sciences.
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The Art and Science of Teaching, 2004.
An analysis of the philosophy of the art and science of teaching.
1,569 words (approx. 6.3 pages), 7 sources, MLA, $ 51.95
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Abstract
This paper discusses the fact that there are many theories on the topic of teaching as art or science. The paper examines and supports certain theories through describing the educator's role in teaching as an art or science, the interpretation of pedagogy and andragogy and the learning styles of students.
Outline
Introduction
Teaching as an Art or Science
Pedagogy vs. Andragogy
The Instructional or Learning Theory
Conclusion
From the Paper
"The concept of understanding any subject usually begins with objective or subjective information. Consequently the topic of the art and science of teaching is a combination of the two. Aside from theories art has many diverse definitions that include "a system of principles and methods employed in performance of a set of activities" and "a trade or craft that applies such a system of principles and methods" (internet source, 2005). Furthermore, Science is primarily defined as "methodological activity, discipline or study" as well as "knowledge, especially that gained through experience" (internet source, 2005). How do these definitions relate to the efforts of educational instruction?"
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Science Educators, 2004.
An analysis of teaching science in a 'Science/Technology/Society' (STS) context.
5,294 words (approx. 21.2 pages), 22 sources, MLA, $ 131.95
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Abstract
This paper examines whether the attitudes of teachers have changed toward science teaching due to instructional focus or interventions such as STS (Science/Technology/Society), values and ethical issues and the nature of science. The paper contends that the emerging research is clear in illustrating that learning science in an STS context results in students with more sophisticated mastery and ability to use process skills. The paper claims that all students improve in terms of creativity skills, attitude toward science, use of science concepts and processes in their daily lives and in responsible personal decision-making.
Outline
Abstract
Objective
Introduction
Methodology
Literature Review
Four Pedagogical Issues
Findings
Summary and Conclusion
From the Paper
"Socioscientific issues (SSI) and Science, technology and society (STS) are distinct in that STS education in not 'embedded in a coherent developmental or sociological framework that explicitly considers the psychological as well as the epistemological growth of the child nor the development of character or virtue." However, the SSI movement holds its' focus on the empowerment of students in consideration of how issues based on science reflect the moral principles as well as the elements of virtue encompassing their lives, the physical world as well as the social world about them. (Zeidler, et al, 2000) Colleges and universities have recently undertaken initiatives to create Preservice teacher programs that better enable the instructional practices of the teacher. The National Science Teachers Association (NSTA) states that they view STS, "as the teaching and learning of science in the context of human experience."
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Psychology Is Not a Science, 2002.
A paper which discusses Descartes' philosophy and why he thought psychology cannot be considered a science.
1,058 words (approx. 4.2 pages), 1 source, MLA, $ 37.95
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Abstract
This paper considers why psychology can never be a science like physics by looking at Descartes' philosophy in detail. Descartes' thinking related to this issue is discussed - it begins with a discussion of the nature of the body and the mind and the link between them. The nature of ideas are then described including why Descartes believed that science could only be studied on the basis of observations and experiments.
From the Paper
"The first important part of Descartes' philosophy relating to the study of psychology is his consideration of the difference between the body and the mind. Descartes saw the body and mind as having different features. He saw the body as an object, based on his definition of an object as something that occupies space, is flexible and is movable. These same features are not true of the mind. The mind does not occupy space. It is important to note here, that the brain occupies space. However, when Descartes refers to the mind he refers to its thinking capacity, and this does not occupy space. The mind is also not flexible or movable. Therefore, according to Descartes the body is an object and the mind is not. This explains one reason why psychology cannot be a science like physics. According to Descartes, only an object can be dealt with scientifically. Since the mind is not an object, it cannot be treated scientifically."
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Nature and Science in "Frankenstein", 2008.
An analysis of the conflict between nature and science in Mary Shelley's "Frankenstein".
975 words (approx. 3.9 pages), 2 sources, MLA, $ 34.95
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Abstract
This paper attempts to determine the overall relationship between science and nature in "Frankenstein" and whether both serve as vehicles to God, or divine knowledge. It looks at how Shelley portrays the pair as antithetical adversaries. It also discusses how themes from John Milton's "Paradise Lost" feature heavily in the question of science versus nature and the potential for divinity within the pair. The paper relates that Milton's poem shapes the consciousness of the monster as well as epic allows Shelley to add a human drama to the non-human entities of science and nature. The paper also argues that Shelley's Miltonic references imply that divinity is dead in the realm of science.
From the Paper
"When the monster bounds across the perilous landscape and approaches his creator, Victor's words becomes charged with god-like rhetoric. He commands the creature, the "vile insect," to flee, or else be trampled to "dust." Victor even wishes for the power over life and death (the initial motivation for his scientific pursuits), so he can "restore those victims whom <the creature>...diabolically murdered." Victor, once so close to a euphoric ecstasy with nature, now becomes an embittered and wrathful god. He sojourns to the peaks of Montanvert for rest and recovery, but his interactions with the creature weaken him physically and rob him of a spiritual communion with nature. "
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The Philosophy of Psychology, 2005.
This paper examines Wittgenstein's ideas of psychology as a poor substitute for the philosophy of knowledge or mind.
2,025 words (approx. 8.1 pages), 2 sources, $ 80.95
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Abstract
This analytical philosophy paper addresses Wittgenstein's method in relation to the debates with Gottlob Frege and Bertrand Russell early in his career. The paper addresses the focal point of the provided question on why Wittgenstein would reject psychology as closer to the natural sciences than philosophy. The paper also discusses the position of psychology within philosophy of knowledge; the relational and inductive method, as opposed to the reduction of today that, the paper maintains, Wittgenstein probably would not tolerate.
From the Paper
"For Ludwig Wittgenstein (1889-1951), the theory of knowledge would serve as the philosophy of psychology, avoiding altogether psychology's claims of belonging to the natural sciences. Much has to do with Wittgenstein's perception of the human mind and reality, in producing his argument in Tractacus. This paper examines why Wittgenstein would see psychology as a poor substitute for the philosophy of knowledge or the philosophy of mind, as driven by methodological and conceptual factors."
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Religion and Science in Literature, 2002.
An analysis of the elements of religion and science in "Galileo, Science and the Church" by Jerome J. Langford and "On Crimes and Punishments" by Cesare Beccaria.
1,400 words (approx. 5.6 pages), 2 sources, $ 53.95
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Abstract
This paper will discuss the book "Galileo, Science and the Church" by Jerome J. Langford and "On Crimes and Punishments" by Cesare Beccaria. By understanding how both of these books seek to tell us how the world may view theories in the scheme of religion and science, we may have a better understanding of the issues that are at hand with these modes of thought.
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